Teachers and time : histories and futures in education

The article discusses the concept of time and its significance to education. The author argues that the Australian curriculum is temporarily biased towards the past, and in order to create multi-faceted citizenship, more attention should be given to the development of temporality, with specific emphasis on futures. The author notes that the place of time and curriculum within schools predominantly occurs within the teaching of history.

Changing pre-service teachers' purposes of education through existential crises

This article considers changing the purposes of education held by pre-service teachers. It argues that purposes of education are inextricably linked to life meanings and purposes. Employing an existential perspective, mainly through Kierkegaard, Nietzsche, Heidegger, Sartre and Morris, the fundamental beliefs that one has regarding the meaning and purpose of life are understood to serve as the basis for formulating purposes of education. An attempt to change these purposes is recommended by drawing upon the existential crisis and Kierkegaard's doctrine of 'how'. Importance is placed not so much on the object or what of purposes and understandings, but on how the individual relates to them.

Preparing pre-service physical education teachers for uncertain future(s) : a scenario-based learning case study from Australia

Background: A key aim of a physical education teacher education (PETE) program is to promote wide and deep knowledge, enabling students to establish connections and understand contexts within and beyond education, physical education and their life worlds. Most often PETE programs equip students with content knowledge and pedagogical strategies that help them address current challenges, but less attention is directed to helping the students anticipate future challenges and engage with opportunities they may face as teachers.
Purpose: This paper presents a case study of scenario-based learning as it was implemented in a final year PETE program in an Australian university, as a means of preparing students for their future teaching careers.
Participants and setting: Twenty-five final year pre-service physical education teachers enrolled in the culminating unit of their physical education degree.
Data collection: Scenario-based learning was introduced to the students via class discussion and assigned tasks. Examples of student-written scenarios and reflection on the experience from the lecturer and student perspectives are analysed.
Findings: Although the cohort found the process of scenario-based learning daunting the post-unit questionnaires revealed that it was a valued and valuable means of exploring professional issues they will face in the future. Scenario-based learning was a powerful tool of learning as well as modelling a pedagogy students could use in the upper levels of secondary school.
Conclusion: This paper argues that scenario-based learning should be a key component of forward-looking PETE programs that encourage their graduates to solve problems about issues they may face as beginning teachers.

Stereotypes and self-perceptions of physical education pre-service teachers

Stereotypes and self-perceptions are important in understanding how people develop their self-knowledge and social identity, become members of groups, and view groups and their members. While we have some understanding of the stereotypical view of the physical education teacher, we currently have little knowledge of how physical education pre-service teachers (students studying a physical education degree) are stereotyped, and also if there is any relationship between these stereotypes and how physical education pre-service teachers perceive themselves. The purpose of this study was to examine the stereotypes and self-perceptions of physical education pre-service teachers. The aims were to describe how physical education pre-service teachers stereotype and perceive themselves, examine if there are differences in the stereotypes and self-perceptions between males and females, and to explore if there were relationships between what the physical education pre-service teachers believed stereotyped them and how they perceived themselves. Participants were 250 students (n=120 males, n=130 female) studying a 4-year Bachelor of Education (Physical Education) degree at a university who completed a questionnaire which contained 10 items about how they viewed physical education pre-service teachers (stereotypes), and 26 items on how they viewed male physical education pre-service teachers and female pre-service teachers (stereotypes) and 26 items on how they view themselves (self-perceptions). Factor analysis revealed 2 stereotype factors, which were labelled as Sociable (e.g., socialise, partying, drinking, loud and outgoing) and Health and Lifestyle (e.g., fit, playing sport and not smoking). The stereotype of the male physical education pre-service teacher, comprised two factors: physical, assertive and aggressive behaviour (e.g., aggressive, dominant, self-confident, and competitive) and physical and self-presentation factors (muscular, athletic, physically fit, physically coordinated, and attractive). The stereotype of female physical education pre-service teachers comprised three factors: physical appearance and ability (e.g., physically fit, athletic, able-bodied, attractive, thin, and physically coordinated), aggressive and assertive behavioural style (e.g., intimidating, unapproachable, and aggressive), and masculine behavioural style (e.g., aggressive, masculine, feminine, muscular and dominant). The self-perception of male physical education pre-service teachers comprised three factors: perceived appearance and ability (e.g., athletic, physical fit, thin, attractive, muscular and pleased with their body), aggressive and confident behaviour (e.g., intimidating, dominant, show off and aggressive) and independence and intellect (e.g., independent, ambitious, self confident and intelligent). The self-perception of female physical education pre-service teachers comprised three factors: strong willed behaviour (e.g., ambitious, and dominant), presentation and appearance (e.g., pleased with their body, attractive, thin and self confident), and aggressive and dominant behaviour (e.g., aggressive, intimidating, masculine and show off). There were significant relationships between the male physical and self-presentation stereotype factor stereotype and perceived appearance and ability self-perception factor and between the male physical, assertive and aggressive behaviour stereotype factor and the male aggressive and confident behaviours self-perception factor. For females, the aggressive and dominant behaviour stereotype was related to both the aggressive and assertive behavioural style self-perception factor and the masculine behavioural style self-perception factor. It is suggested that future studies investigate the stereotypes and self-perceptions of students in schools during the recruitment phase of socialisation, and the possible influence of the physical education teacher education programme, faculty leaders, and significant others on the physical education pre-service teachers’ self-perceptions, stereotypes and socialisation into physical education.

Adoption vs. usage of interactive white board technology by teachers in higher education institutions

This research investigates teaching faculty’s adoption and usage of Interactive White Board Technology (IWBT) in teaching in UAE University (UAEU). The research extended the technological innovation theories and proposed a model made of different contexts. The research model was partially supported and highlighted interesting insights pertaining to adoption and usage of IWBT in teaching. Contrasting findings pertaining to the same factors across adoption and usage proved to be both insightful as well as challenging at the same time. Implications arising from significant and insignificant factors lead to a conclusion that IWBT is evolving in UAEU. The research discusses theoretical as well as professional contributions and implications emerging and portrays different research areas in this field.

How did I get here? The experiences of female physical education teachers in all boys' schools

Historically, physical education and sport were constructed as curriculum practices for boys to explore, channel and hone their masculinity. While much has changed since their induction into the curriculum, there is a prevailing view that sport and physical education continue to operate as powerful conduits to the dominant masculinity. In a climate where the underachievement of boys’ in social and educational contexts is becoming increasingly concerning, much of the literature attributes factors such as a lack of male role models, the feminisation of education and the lack of ‘boy friendly’ curriculum and pedagogy as key contributors to the current dilemma. The role of physical education and sport in the gender socialisation process poses some important questions about the place of female physical educators in this ‘male component’ of the curriculum. Foremost here are questions about the capacity of female physical educators to provide effective learning and socialising opportunities to young males. This paper draws on research into the experiences of female physical education teachers working in all-boy schools to discuss issues of gender, power and pedagogy.

Sexuality education matters : preparing pre-service teachers to teach sexuality education

Given the challenges to successful teacher-led, whole-school sexuality education there is an overall awareness that teacher education is crucial to the success of any sexuality education program undertaken within the school context. There is evidence that such teacher education, when provided, can address two of the most commonly identified barriers to successful teacher-led implementation of these programs; familiarity with the subject and curriculum content and increased levels of personal comfort and confidence regarding the topic of students’ sexual health. Sexuality Education Matters is designed to support pre-service teacher education programs to prepare students to teach sexuality education in primary and secondary schools. It builds on the research and teaching experience of Debbie Ollis and Lyn Harrison at Deakin University. It assumes that sexuality education in Australian schools is part of a comprehensive health and physical education curriculum. Even so, many of the readings and teaching and learning experiences could be adapted or used in other contexts that focus on school-based sexuality education. Sexuality Education Matters aims to equip teachers with the knowledge, skills and confidence to teach sexuality education. In light of the lack of resources for primary school based programs there is a deliberate focus on preparing both primary and secondary school pre-service teachers to teach sexuality education.
The resource is designed to:
– provide a theoretical understanding of the area
– explore the current debates
– increase knowledge
– give pre-service teachers access to a range of pedagogical approaches relevant to sexuality education
– increase students’ confidence and comfort level
– explore personal values, attitudes and ethical considerations.

A content analysis of early childhood teachers’ theoretical and practical experiences with infants and toddlers in Australian teacher education programs

 In Australia, the growth in the provision of early childhood services for very young children aged birth to three years has placed increased demands on pre-service teachers as new policy stipulates the need for qualified early childhood teachers. While many teacher education programs offer early childhood courses, they have traditionally had a greater focus on kindergarten and the formal years of schooling. Less is known about the amount of time devoted to developing the specialist educational capacity for teaching and caring for infants and toddlers. This paper explores 55 Australian early childhood teacher undergraduate education programs to provide data regarding what pre-service teachers learn about children from birth to three years of age during their formal program of study. It explores: if pre-service teachers engage in practical experiences with this age range; what content they learn; and how knowledge for this age range is assessed. Utilising information from fully accessible public program websites, data in the form of course details were examined to reveal the extent and nature of courses inclusive of teaching and learning focusing on children aged from birth to three years. Of the 55 programs, 18 programs provided practical experience with infants and toddlers, and to a lesser extent content was evident and assessed. Most of the programs which included a focus on birth to three years of age were delivered by Victorian institutions. Findings are important for the future of early childhood teacher education in Australia and hold key messages for teacher registration bodies.